An Integrated-ICT Assessment for College Students’ Performances of Chemical Learning

Abstract

This chapter focuses on junior college students’ academic achievement and learning attitudes after exposure to an ICT-integrated experimental chemistry course. This study adopted the quasi-experimental approach and divided students into two groups. Aided by ANCOVA data, this study probed students’ chemical learning effects and attitudes in detail. Major results indicate what assessments of students’ ICT-integrated learning can be achieved and upgraded at the initial level by a NSC-funded project. Presentations of students’ ICT performances can be analyzed and implemented at the module level.